Rebecca+Gibson+LMF

//Learning Motivation and Fun//
My analysis focused on five questions I jotted down before I started searching, viewing and analyzing the stories. I found that while competition and collaboration contribute to creating LMF experiences, highly rated interaction and instructor enthusiasm are defining characteristics of almost all LMF experiences.

Eighty-eight percent (134) of LMF stories indicated there were others present; only 12% (18) were alone when the learning experience occurred. The presence of others is obviously associated with LMF events but doesn’t necessarily cause them. A quick glance down the Experience column of the LMF search tool results showed that the presence of others was rarely mentioned, even though it was obviously a defining characteristic of an LMF.
 * 1) ****The presence of others accompanies fun and motivational learning experiences but it’s interaction with others that ignites the actual fun and motivation. **

In the videos, the presence of others was mentioned only in the context of how the group interacted – activities they did together, how they cheered each other on, or just that it was fun to experience with other people. The presence of others, combined with interactivity, has an impact on the learner’s perception. Of those who said there were others present, 54% (73) said there was “a lot” of interaction and 39% (52) said “a little”; only 7% of students who experienced a MF experience in a group didn’t characterize it as at least “a little” interactive. Justin said his acting class become more valuable when his”fellow students started tossing things out … and it became an improvised group learning experiences.” Lisa described her customer service training class as more fun because “the whole day was very interactive …and we got to interact in group projects, role plays and skits.”

Interaction is a defining characteristic of an LMF experience. Instructional designers should incorporate the interaction students find valuable into instruction at every opportunity and explore new ways to add interaction to distance learning methods, as well.

Forty seven percent (72) of the LMF’s were tied to a hobby, 39% (60) were academic, and only 14% were tied to work. Regardless of content, LMF experiences share the same characteristics –positive, enthusiastic instructors, a practical perspective, hands-on activities and interaction, and appeal to learner’s intrinsic motivation and enthusiasm. That so few interviewees described work-related LMF experiences is a compelling argument for evaluating work-related instruction design to determine the reasons so few of our workers find it fun, and more importantly, motivational. Analyzing how learners describe non-work-related experiences is a good starting point for identifying LMF characteristics.
 * 2) ****Learners don’t find work-related learning fun or motivational.  **

Sixty percent (91) of LMF experiences were characterized by a low level of competition and 40% (62) were characterized by medium to high levels of competition. I would consider this inconclusive. I don’t think learners would identify an LMF based on competition alone, but that doesn’t mean learners wouldn’t enjoy it or find it motivational. There are other characteristics, such as interaction (see #1), that appear to be more important to all learners. Instructional designers certainly shouldn’t shy away from including competition into instruction, but should consider it as a tool in their toolkit rather than trying to apply it in every learning experience.
 * 3) ****Competition contributes to a motivational and fun learning experience. **

What about the belief that men enjoy competition more than women? Not according to this analysis. Men and women seem to value (or not value) competition in learning experiences equally. Men contributed 44% (67) of the videos. Of those, 20% rated competition high, 18% medium, and 60% low. Women contribute 56% (85) of the stories. Of those, 20% rated competition high, 20% medium, and 61% low.

Thirty nine percent (59) of the video evaluators rated cooperation as highly present (26% medium, and 32% low). Again, there was very little difference in how men and women rated LMFs in this category. While “cooperation” is a subset of “interaction,” participants clearly differentiated collaboration as interaction in which each participant contributes to something – a project, a deliverable, a music video, an answer or solution. Heeba described a group project in which each participant took turns adding elements to a poster which was then shared with the class. Lana said “when you take a dance class, you’re not on your own. It’s you, the music and the other dancers.. and you can feel that everyone is trying their best to be part of …. the big pretty beautiful ensemble.”
 * 4) ****Cooperation contributes, too. **

While participating collaboratively isn’t a necessary element of an LMF, it clearly is a contributing factor for many learners. Instructional designers should consider this element as part of their toolkit, knowing that it adds meaning and fun for many learners to learning experiences.

Along with interaction, another defining characteristic of these experiences is instructor enthusiasm. Of the videos that are rated in this characteristic (136 out of 153 total videos), 61% percent (96) rated instructor enthusiasm high, 21% (32) medium, and only 5% (8) low. It’s clear that learning experiences characterized by a __lack__ of instructor enthusiasm are not rated motivational or fun. Participants’ descriptions of an enthusiastic instructor paint a picture of a teacher who is creative, resourceful, flexible and able to match his or her approach to the situation and capture learners’ attention. Al describes a “colorful and flamboyant” tango instructor who was able to clearly articulate and demonstrate dance steps. Austin describes an instructor who shared “insights that he could add since he had been a captain for so long.” Chris tells the story of a geometry instructor who took “a different approach,” advising him to approach geometry as if he were “a detective and you’re looking for clues to …figure out what theorem you need to use to solve the problem.” Instructor commitment and dedication to delivering learning experiences that meet learner needs doesn’t go unnoticed by learners and is an appropriate place for instructors to focus considerable attention.
 * 5) ****Instructor enthusiasm is a critical success factor in MF formal learning experiences. **